A Systematic Scoping Review of the Research Literature on Factors Influencing Black Male Educator Retention

Jahmere Jackson1, Nathan Alexander, PhD1, 2


1 Department of Curriculum and Instruction, School of Education
2 Program in Applied Data Science and Analytics, The Graduate School

Abstract

We conducted a systematic review of the U.S. research literature on Black male educator retention. Study findings reveal that Black male educators face social, identity, and systemic challenges, including disproportionate disciplinary expectations, racialized role assignments, and structural inequities, which contribute to their underrepresentation in public schools.

Overview

Role Strain and Racialization

Black males are often typecast as disciplinarians for “troubled” students, reinforcing deficit-based assumptions. This racialization process places an inequitable burden, diverting focus from their pedagogical contributions (Bristol & Mentor, 2018).

Structural Barriers

  • Representation: The absence of Black male role models in leadership positions exacerbates feelings of isolation and undervaluation.

  • Workplace Climate: Lack of administrative support and culturally responsive development.

Literature Review

  • Black male educators express an oftentimes overwhelming amount of extra pedagogical responsibilities (Britol & Mentor, 2018; Brockenbrough, 2012). This includes the expectation to play an extra role in a Black boy’s upbringing in the Educational system then just a teacher. This can come in the form of a surrogate father or a disciplinary figure of some kind.

  • Rather than calling more Black male teachers due to their educational talents, the calls for Black men is situated with the policy discussions addressing the school performances of Black boys. This assumes that all Black male educators are equipped with the tools or experiences to reach Black boys (Lynn, 2006).

Research Question

  1. What is the intellectual and conceptual structure of the research literature in the United States on retaining Black male educators in K-12 settings?

Methods

This study synthesizes insights from trends in the research literature. Computational methods were used to identify core studies in the sample of studies (n = 203) on Black male educator retention.

Findings

Description Results
MAIN INFORMATION ABOUT DATA
Timespan 2010:2024
Sources (Journals, Books, etc) 73
Documents 203
Annual Growth Rate % 12.95
Document Average Age 6.82
Average citations per doc 19.82
Average citations per year per doc 2.303
References 9713
DOCUMENT TYPES
article 202
article; early access 1
DOCUMENT CONTENTS
Keywords Plus (ID) 449
Author’s Keywords (DE) 480
AUTHORS
Authors 364
Author Appearances 447
Authors of single-authored docs 67
AUTHORS COLLABORATION
Single-authored docs 82
Documents per Author 0.558
Co-Authors per Doc 2.2
International co-authorships % 3.941

Publications over Time

Keywords

Author Keywords (DE) Articles Keywords-Plus (ID) Articles
RACE 23 EDUCATION 47
BLACK MALES 22 RACE 42
URBAN EDUCATION 20 STUDENTS 41
BLACK MALE TEACHERS 17 GENDER 25
TEACHER EDUCATION 15 TEACHERS 25
GENDER 11 ACHIEVEMENT 22
IDENTITY 11 CRITICAL RACE THEORY 18
CRITICAL RACE THEORY 10 COMMUNITY 17
EQUITY 9 SCHOOLS 17
BLACK BOYS 7 EXPERIENCES 16

Most frequently cited documents

Articles build on studies from the 1990s and 2000s.

NOGUERA PA, 2003, URBAN EDUC, V38, P431, DOI 10.1177/0042085903038004005 30
BROWN A., 2009, URBAN REVIEW, V41, P416, DOI 10.1007/S11256-008-0116-8, DOI 10.1007/S11256-008-0116-8 28
LADSONBILLINGS G, 1995, TEACH COLL REC, V97, P47 28
LYNN M, 2006, TEACH COLL REC, V108, P2497, DOI 10.1111/J.1467-9620.2006.00792.X 28
LADSON-BILLINGS G., 1994, THE DREAMKEEPERS 25

Discussion

We find that there are consistent recommendations in the research literature on strategies for retention:

  • Mentorship and leadership pathways: Programs providing peer support and career growth opportunities help sustain Black male educators.

  • Holistic support systems: Financial incentives, micro-credentialing, and partnerships between districts, universities, and policymakers address both recruitment and retention needs.

  • Advocacy platforms: Spaces for Black male educators to engage in policy discussions empower them to shape systemic change.

Conclusion

This systematic scoping review examines the research literature on the retention of Black male educators in U.S. schools. While recent studies indicate a decline in scholarly attention to this topic post-2020, the persistent underrepresentation of Black male educators and evolving systemic challenges call for further qualitative inquiry.

Acknowledgements

This work was supported by funding from the Alfred P. Sloan Foundation (Grant 2023-21062).

References

Bristol, T. J., & Mentor, M. (2018). Policing and Teaching: The Positioning of Black Male Teachers as Agents in the Universal Carceral Apparatus. The Urban Review, 50(2), 218–234.

Brockenbrough, E. (2012). “You ain’t my daddy!”: Black Male Teachers and the Politics of Surrogate Fatherhood. International Journal of Inclusive Education, 16(4), 357–372.

Lynn, M. (2006). Education for the Community: Exploring the Culturally Relevant Practices of Black Male Teachers. Teachers College Record, 108(12), 2497–2522.

Pabon, A. J. M. (2016). In hindsight and now again: Black male teachers’ recollections on the suffering of black male youth in US public schools. Race Ethnicity and Education, 20(6), 766–780.